Well-being is a multidimensional concept that is growing in interest and relevance globally. It is of increasing relevance in education, with schools needing to balance the academic success of students with maintaining and nurturing their levels of well-being. In the Catholic tradition, well-being is not a commonly used term. Instead, the language of human flourishing is used to express a multidimensional understanding of well-being that refers to humans achieving their full potential in all dimensions: physical, mental, emotional, spiritual and relational. Research into the discourse between student well-being provision in schools and a Catholic tradition of human flourishing is limited. This project addresses the research gap relating to how Catholic schools draw on human flourishing from a Catholic perspective to inform provision for student well-being. It is a cross-national study and the participating schools are situated in the Archdioceses of Dublin and Birmingham. This study adopts a qualitative, case-study methodology and semi-structured interviews are used as the method of data collection. The findings demonstrate that some Catholic schools do draw upon teachings and tradition within the Catholic Church to inform their approach to student well-being provision. Catholic schools in Birmingham demonstrated confidence in the Catholic tradition and its ability to positively impact upon the well-being of students. This confidence was not shared in the Dublin schools, where students were more vocal about their negative perception of the Catholic Church. This has resulted in the Catholic tradition being left to flounder in Dublin Catholic schools. The implications of this are discussed in detail and recommendations for further research are proffered.